The Link between Social Wellbeing, Belonging, and Connectedness of International Students in Australian High Schools

Aida Hurem,Leonie Rowan,Peter Grootenboer

doi:10.3389/feduc.2021.681956

Abstract

The number of international students enrolled in Australian high schools has increased dramatically over the last decade. However, limited research has investigated the unique needs and experiences of these students. In response to a general lack of knowledge relating to this population, a sample of 225 international high school students (93 males, 129 females, and 3 other) enrolled in years 10–12 in Australian independent schools were surveyed to investigate their social wellbeing. The survey included measures of social wellbeing, online and face-to-face connectedness, sense of belonging to their home country as well as in Australia, and the strength of their school connectedness, with the aim of identifying the most significant factors that predicted social wellbeing. Although all the factors made some contribution to social wellbeing, the strongest predictors were a sense of Australian belonging and school connectedness. We also investigated the students’ perceptions around connectedness to their social community and face-to-face and online environments, as well as whether there were any links between online connectedness, social wellbeing, and belonging. While no statistically significant relationships were revealed for online and face-to-face connectedness and their impact upon students’ social wellbeing and sense of belonging, the findings revealed the nature of positive and online experiences and the fact that while risks of online activities were substantial, in general, participating in online activity brought about more benefits than harm. Additionally, an unexpected finding revealed that, over time, the international students’ sense of belonging and social wellbeing steadily decreased, which indicates an increased need for support for these students as they progress through the student life in Australia.

Highlights

Australia has seen major growth in international education over the last 20 years (Marginson, 2007; Meadows, 2011; Australian Government, 2018a) to the point where it represents one of the nation’s highest service exports, contributing $40 billion to Australia’s national economy in the last fiscal year (Australian Bureau of Statistics, 2020)
The focus of this previous research has been primarily on young adult students enrolled in tertiary education, with little that addresses the needs of high school-aged international students
Successive federal governments have continued to see the international students as both an important source of revenue and a bridge between Australia and their origin nations, a desire reflected in the current policy which asserts that “relationships developed through international education help maintain international trade, investment and goodwill” (Australian Government, 2015, p. 6)

Summary

Introduction

Australia has seen major growth in international education over the last 20 years (Marginson, 2007; Meadows, 2011; Australian Government, 2018a) to the point where it represents one of the nation’s highest service exports, contributing $40 billion to Australia’s national economy in the last fiscal year (Australian Bureau of Statistics, 2020). Social Wellbeing, Belonging, and Connectedness international students studying in Australian schools (Department of Education, Skills and Employment, 2020) This growth in enrolments has been paralleled by a rise in the research that focuses on international education, including increasing interest in the challenges associated with catering to the educational, social, and emotional needs of these students (Sawir et al, 2007; Chu et al, 2010; Barry et al, 2017). The focus of this previous research has been primarily on young adult students enrolled in tertiary education, with little that addresses the needs of high school-aged international students. Government priorities have been paralleled by the policies of the educational leaders (in schools and university) who have commonly argued that the cultural exchange offered by the international students enrolled in Australian schools and universities benefits the individuals, the institutions, the communities, and the nation by fostering globally connected communities, increasing cultural awareness, and generating intercultural capacity (for an example of this kind of rhetoric, see Robertson, 2011)

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